Critical Thinking: Close Reading
of Texts
Presented by Dr. Cheryl Torok Fleming
November, 2013
Based on Paul, R. & Elder, L. (2006). Critical Thinking: Learn the Tools the
Best Thinkers Use. Pearson: Upper Saddle River, NJ.
Chapter 7, pages 133-187
Be sure your speakers are turned on!
Objectives
Discuss the importance of reading skills
 Define close reading of texts.
 Contrast “deep” reading with superficial
reading.
 Connect close reading with critical thinking.

Every book or text is a potential
teacher.

As readers:
◦ We can access the thoughts and ideas of
creative and critical thinkers over time.
◦ We can learn the essential meanings of an
unlimited number of teachers whose
teachings live on in the material they have
written.
◦ We can use these ideas productively in our
own lives.
Importance of Reading Skills
Engage in a disciplined process by which
you reconstruct the author’s thinking for
yourself. (Paul & Elder, 2006)
 Understand the author’s meaning well
enough to accurately paraphrase and
summarize.
 Tie reading skills to writing and listening
skills.

Deep
Superficial
 Accurately
 Vaguely
and
precisely summarize
a text.
 Analyze and
synthesize.
 Read for
understanding.
comment on
a text.
 Understand.
 Skim and scan.
Deep v. Superficial Reading
Requires the ability to:
Clarify purposes
 Formulate clear questions
 Distinguish accurate and relevant
information
 Distinguish justifiable from unjustifiable
assumptions
 Identify significant and deep concepts
 Trace logical implications
 Identify and think from multiple viewpoints
 Reach logical inferences or conclusions


“By connecting with the mind of another
through reading, we can better discover
and refine our own thoughts and ideas.”
(Paul & Elder, 2006, p. 138)
The Best Readers:
View reading as intellectual work.
 Construct a system of meaning when
reading a text.
 Read sentences in relation to each other.
 Read paragraphs in relation to each other.
 Relate whole to part and part to whole.
 Relate meaning of text to own
understanding and experiences.

The Best Readers:
Seek to discover the basic idea behind a
text.
 Relate the ideas of the text to basic
concepts or premises of the discipline.
 Look for the underlying questions of the
text material.

Preparation to read
Read title and introduction to the text.
 Review chapter headings.
 Read objectives of the text/ chapter.
 Scan key vocabulary.
 Study tables, charts, graphs, diagrams.
 Look at pictures and read captions.
 View “callouts” or boxes with
information.
 Read the text or chapter summary.

Elements of Thought
Purpose of the text
 Basic concepts
 Underlying questions
 Key assumptions of the author
 Point of view
 Implications of the text
 Reasoning
 Inferences or conclusions

Own your Reading: Mark the text!
Circle key ideas
 Underline definitions
 Write marginal notes

◦ Agree, disagree
◦ Question
◦ Point of view

Use symbols to indicate specific problems,
ideas, or conclusions
Wrap Up Questions
Why am I reading this?
 Are there parts I do not really understand?
 How can I clarify these parts?
 Can I paraphrase what I read?
 Are there key words I need to define or look
up?
 Did I “get” the author’s main point?
 Were my questions answered?
 Do I need more time or resources to
investigate this topic?

Questions?
Thanks!
2 Timothy 2:2